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Department of English Education, Faculty of Teacher Training and Education Universitas Syiah Kuala Jalan Tgk. Hasan Krueng Kale No. 3, Kopelma Darussalam Banda Aceh, 23111, Indonesia
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Studies in English Language and Education
Published by Universitas Syiah Kuala
ISSN : 23552794     EISSN : 24610275     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Studies in English Language and Education (SiELE) is a peer-reviewed academic journal published by the Department of English Education, Faculty of Teacher Training and Education, Universitas Syiah Kuala, Banda Aceh, Indonesia. The journal presents research and development in the field of teaching and learning of English language, general linguistics and literature. Authors must register to this journal before submitting their work and they must follow the Author Guidelines of the journal. Submissions that do not adhere to the guidelines provided will be rejected. Please submit your article through the online submission of this journal. You may address further inquiries to the Editor at sielejournal@usk.ac.id. From 2014-2020, SiELE Journal published twice a year, in March and September. From 2021 onwards, it publishes three times a year in January, May, and September. The journals have a policy of “Zero Tolerance on Plagiarism”. We recommend that authors check their articles with plagiarism prevention tools (ithenticate.com, turnitin.com, etc.) before submission.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 954 Documents
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Investigating Indonesian university students attitudes toward ELF-informed materials in business English contexts Santoso, Wulandari; Hamied, Fuad Abdul; Muslim, Ahmad Bukhori
Studies in English Language and Education Vol 12, No 1 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i1.38286

Abstract

Despite the growing research demonstrating the changing role of English as a lingua franca (ELF) in todays globalized world, few studies in Indonesia have examined how learners perceive English language teaching (ELT) materials in relation to ELF. Using both quantitative and qualitative approaches, this study investigates learners attitudes toward the current ELT business materials in light of ELF at a private university in Jakarta. A total of 382 respondents filled out online questionnaires, and 10 of them participated in semi-structured group interviews. The descriptive statistics analysis of the quantitative data demonstrated that the participants perceived that the materials incorporated Indonesian English and other non-native varieties of English, 88.4% and 55.2%, respectively. Regarding cultural representations, over 90% of the participants believed that the learning materials raised their awareness of cultural differences between native and non-native English speakers. Additionally, over 70% of the participants believed that the business scenarios in the materials included diverse linguacultural groups. Nevertheless, the thematic analysis of the qualitative results showed learners negative attitudes toward such materials due to their favoritism toward standard English norms and their regard for these as authentic instances of English in business contexts. Despite the limited scope of this study, the findings indicate that the exposure to ELF-informed materials needs to be accompanied by the provision of awareness-raising tasks which utilize the noticing strategy to allow learners to pay attention to different language functions, features, and varieties in authentic spoken and written texts produced within ELF business settings.
Student challenges in English Medium Instruction (EMI) courses: Insights from an International Student Mobility Program Simbolon, Nurmala Elmin; Sadiq, Nizamuddin; Curle, Samantha
Studies in English Language and Education Vol 12, No 1 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i1.39950

Abstract

This study examines the language-related challenges faced by Indonesian students enrolled in short-term English Medium Instruction (EMI) courses abroad, facilitated by the Indonesian International Student Mobility Awards (IISMA). Using a mixed-methods approach, we analyzed survey responses from fifty-four students and conducted three focus group interviews to gain a comprehensive understanding of their experiences. The research instrument, based on Evans and Morrison (2011) and modified by Kamasak et al. (2021), was employed to quantify these challenges. Our analysis revealed significant challenges in writing and speaking. These difficulties were prevalent regardless of the students backgrounds, suggesting that current preparatory measures may be insufficient. Specifically, writing emerged as the most formidable challenge, with many students struggling to express their ideas clearly and coherently in English. These findings underscore the critical need for comprehensive preparatory frameworks that go beyond basic linguistic competence. We advocate for the integration of robust academic preparation programs within mobility initiatives to better equip students for the linguistic demands of EMI courses. Such enhancements are essential for improving the overall academic experience and success of students in international educational contexts. The implications of this study extend to policymakers and educators involved in designing and implementing EMI programs, emphasizing the importance of targeted support to address language-related challenges.
Addressing the role of structured extensive listening among low-proficiency Thai learners of English Jantasode, Chonlathorn; Ruangjaroon, Sugunya
Studies in English Language and Education Vol 12, No 1 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i1.38635

Abstract

Despite growing research on extensive listening (EL), structured approaches tailored for low-proficiency EFL learners struggling with self-directed learning are limited. The study examined 1) the effects of EL on students listening comprehension, 2) the correlation between EL hours and listening comprehension scores, and 3) student perceptions of the EL program. An embedded experimental design was employed in this research. A total of 66 students in the subsidized university in Thailand were selected using a purposive sampling technique. They were assigned to two groups33 students in the EL treatment group and the other 33 in the comparison group, which received classroom listening activities in the form of textbook-based listening exercises. The research instruments include a placement test, pre- and post-listening comprehension test, a listening log, and a focus-group interview. To analyze the data, t-tests were used to compare the groups and assess pre- and post-test improvements within the experimental group. Cohens d was calculated to determine the effect size of the improvement. Pearson correlation was used to evaluate the relationship between extensive listening hours and post-test scores, while the focus-group interview transcripts were analyzed using thematic analysis to examine students perceptions. The findings revealed a significant improvement in listening comprehension for the experimental group, with a moderate effect size. A positive correlation (r = .79) was found between listening hours and test scores. Qualitative findings revealed that students experienced greater enjoyment, confidence, motivation, and reduced anxiety compared to traditional classrooms, although some expressed concerns about the complexity of the listening logs. Overall, structured EL proves efficacy in enhancing listening comprehension and engagement for low-proficiency EFL learners.
Exploring English in an EMI nursing program: Native English varieties, ELF, and translingual practices Situmorang, Komilie; Pramusita, Santa Maya
Studies in English Language and Education Vol 12, No 1 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i1.35359

Abstract

English Medium Instruction (EMI) has been implemented globally as a strategy for the internationalization of Higher Education Institutions to promote global competence and mobility. However, the concept of English within the EMI context has been scrutinized, as studies reveal that the definition of English in EMI is often contextual. This shift has brought English as a Lingua Franca (ELF) into focus. Given the limited research in Indonesia exploring EMI through the perspectives of ELF and translingual practices, this study examines these concepts within the context of the nursing EMI program. The study draws on a rich dataset, using in-depth interviews with international nursing students to analyze the conceptualization of English, ELF, and translingual practices. Findings reveal a disparity between students preconceived notions and actual practices. Students commonly perceive English in EMI as a native variety shaped by exposure to popular culture such as movies, songs, and social media. However, ELF practices emerge as essential strategies for achieving effective communication, emphasizing adaptability and mutual understanding. Translingual practices manifest in the form of gado-gado Englisha blend of languageswhich is seen as a creative and dynamic linguistic choice but also criticized as being less proficient or standardized. This study highlights the complexities of EMI implementation and advocates for a dynamic and flexible approach to navigating multilingual classroom contexts.
Motivation and attitudes towards English language learning in post-revolution Tunisia: A study across educational levels Salah, Rania; Parapatics, Andrea
Studies in English Language and Education Vol 12, No 1 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i1.40429

Abstract

The present study explores two primary social psychological factorsmotivation and attitudestowards learning the English language across various educational levels following the 2011 revolution in Tunisia. Utilizing a mixed-method research approach, this study combined quantitative and qualitative data collection methods to gain comprehensive insights. An arbitrary sample of 170 students, from primary to secondary education and university levels, was surveyed using the Attitude/Motivation Test Battery. Additionally, semi-structured interviews were conducted with 9 students and 3 directors from three educational institutions. The study encompassed six key domains: (1) attitudes regarding English language learning, (2) motivation, (3) integrative motivation, (4) instrumental motivation, (5) parental involvement, and (6) attitudes towards language policies. The results indicate that students exhibited positive attitudes and high motivation toward learning English. Furthermore, the data revealed a positive orientation toward learning the English language in terms of integrative and instrumental motivation. Notably, instrumental motives were identified as the primary basis for students motivation to learn English, slightly surpassing their integrative motivation. Moreover, a significant and positive correlation between attitude and motivation was observed. Conversely, the findings unveiled that all interviewees perceived educational policies as detrimental to English language learning. Their collective feedback underscored persistent challenges associated with English language education in school environments and society. Ultimately, all participants, either directly or indirectly, advocated for a heightened emphasis on the importance of English and called for a revision of language policies.
Modal verbs in Indonesian and Malaysian English textbooks for secondary schools: A corpus-driven study Oktavianti, Ikmi Nur; Radzuan, Noor Raha Mohd; Pratolo, Bambang Widi; Surono, Surono; Budiwati, Tri Rina; Aisyah, Shifak
Studies in English Language and Education Vol 12, No 1 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i1.35258

Abstract

Modality is a salient notion in language, manifested through modal verbs. However, modal verbs are complex grammatical units since they have multiple functions and meanings. Previous studies have shown mismatches between actual language use and its presentation in textbooks, including modal verb representation in both EFL and ESL contexts. This study explored the distributional frequencies of modal verbs in Indonesian EFL textbooks compared to those in Malaysian ESL textbooks. It compiled the textbook conversation corpora from secondary education levels in Indonesia and Malaysia: two Indonesian EFL textbooks (IET) and two Malaysian ESL textbooks (MET), which are nationally endorsed. The corpora comprised 4,548 tokens collected from the conversations in the textbooks. Data collection involved corpus queries focusing on nine core/central modal verbs: can, could, may, might, shall, should, will, would, and must. The results show that Indonesian and Malaysian textbooks shared the same most frequent modal verb distribution; however, other distributions differed. Besides, English modal verbs in Indonesian textbooks are more static with one-to-one correspondence, while Malaysian textbooks present more dynamic modal verb meanings. Notably, Indonesian EFL textbooks have complete modal meaning representation, which is absent in Malaysian textbooks. Interestingly, the modal verb distributions in both textbooks differ from those in a native corpus, representing actual English use. These results highlight the need for more careful consideration when designing and developing teaching materials, especially in ESL and EFL contexts.
Redefinition of human-centric skills in language education in the AI-driven era Qassrawi, Rania; Al Karasneh, Samih Mahmoud
Studies in English Language and Education Vol 12, No 1 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i1.43082

Abstract

The widespread use of Artificial intelligence (AI) in language education has opened up a new era of teaching and learning, raising concerns about balancing AI-driven instruction and conventional teaching methods to achieve optimal learning outcomes while preserving essential human skills. Hence, this meta-analysis study systematically presented the findings from 60 studies conducted between 2018 and 2024, exploring the role of AI applications in language teaching. We investigated language skills and domains that AI can enhance, including skills (i.e., listening, speaking, reading, and writing), translation and interpretation, and teaching pedagogy and methods, alongside the human-centric skills that AI cannot replicate in language education. Based on the findings, AI could make significant strides in improving language proficiency, particularly in areas such as pronunciation, conversational fluency, grammar, and vocabulary. It can also assist in streamlining teaching methods, such as adaptive learning, automated assessment, and personalized content creation. However, some limitations emerged from the data. While AI excels at providing objective feedback and supporting innovative teaching methods, it struggles to cultivate essential human skills like cultural sensitivity, emotional intelligence, and critical thinking. These skills are necessary for effective communication, building relationships, and understanding language tones in different contexts. The study concluded that AI can be a powerful tool for language education but cannot replace human educators. Instead, language teaching practices should bridge a balance between AI-powered instruction and traditional teaching methods, so learners can benefit from the latest technological advancements while still developing the critical human skills they need in this ever-changing world.
Discourse on gender: A linguistic analysis of body autonomy and patriarchal narratives in Wa Ndiu-Diu Rauf, Ramis; Muslimin, Muhammad Fadli; Ulya, Afriani; Gritantin, Lucia Arter Lintang
Studies in English Language and Education Vol 12, No 1 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i1.38267

Abstract

Wandiu-diu is a folktale from the Wolio community in Southeast Sulawesi, Indonesia, that depicts a family with two children, where the husband is a fisherman and the wife is a housewife. The husbands role is crucial, as his occupation and actions contribute to the construction of gender roles and power. This article argues that this folktale serves as a mechanism of control over womens bodies, underpinning patriarchal structures through three roles: married women, mothers, and independent women. Using Simone de Beauvoirs gender framework, this study categorizes the data into these three roles and analyzes relevant narratives from the tale. Beauvoirs gender theory critiques the Othering of women, highlighting their historical subordination to men in social, cultural, and political spheres. The findings reveal that Wandiu-dius transformation into a mermaid symbolizes patriarchal control over womens bodies. Marriage binds women to their husbands, motherhood renders them vulnerable through self-sacrifice, and seeking independence makes them objects of societal ridicule. The mermaid figure, rather than signifying freedom, eventually represents patriarchal constraints. Hence, the linguistic choices in Wandiu-diu reinforce patriarchal power, shaping portrayals of womens roles and struggles. Through lexical selection, narrative structure, and dialogue, the tale depicts women as subordinate, their autonomy met with resistance and punishment. Male speech, marked by imperative verbs and possessive pronouns, asserts dominance, while the mothers indirect speech reflects constrained autonomy. While appearing to symbolize female liberation, the tale eventually fortifies patriarchal oppression in the Wolio community of Southeast Sulawesi.
Polyphony in Mary Bordens selected poems Habash, Fadi Butrus K.
Studies in English Language and Education Vol 12, No 1 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i1.38184

Abstract

This study examines the manifestation of polyphony in the war poetry of Mary Borden, an American-British poet whose works capture the multiplicity of voices, both heard and silenced, during wartime. It contributes to modernist and postmodernist literary discourse by addressing the overlooked polyphonic dimensions of her poetry. The research focuses on three poems from her collection The Forbidden Zone (1929): At the Somme: The Song of Mud, The Hill, and Unidentified. The data collection and analysis involve close textual examination and application of postmodernist conceptions of polyphony by exploring various forms of polyphony, including dialogical relationships, levels of communication, diversity of voices, styles of discourse, and perspectives to explore how polyphony shapes the structure, unity, and meaning of Bordens poetry. The findings reveal that Borden manifested polyphony as fragmentation, religious and mythological norms, muted voice, philosophical and religious voices, juxtaposition, vocalized icons, psychological and introspective polyphonic dialogs, and rhetorical voices. They are used to depict the horrors of war, capturing the suffering, anguish, and trauma experienced by soldiers through the fragmented and subjective perspectives of a nurse and an eyewitness. Her use of trench poetry accentuates the emotional turmoil of war, reflecting grief, despair, and anger through a polyphonic and fragmentary style. The research argues that the relationship of multiple voices within these poems reflects the brokenness of nations and the fragmented consciousness of war survivors. By engaging with polyphonic voicing, this analysis demonstrates how Bordens poetry challenges readers to confront the incompleteness, indeterminacy, and enduring psychological impact of war.
Expressive speech acts during disasters: A pragmatic analysis of the Aceh tsunami oral history archive Faisal, Faisal; Santaso, Anang; Susanto, Gatut; Martutik, Martutik; Fauzia, Siti Naila
Studies in English Language and Education Vol 12, No 1 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i1.37842

Abstract

The Aceh Tsunami Oral History archive transcribes firsthand accounts from survivors of the December 26, 2004, tsunami, capturing their experiences as direct witnesses to the disaster. These narratives express emotions such as anxiety, panic, worry, distress, and disorientation. This frame of mind reflects the psychological turmoil faced during the earthquake and tsunami waves. This study focuses on expressive speech acts (ESAs), aiming to identify their types, strategies, and patterns in the oral history archive. A qualitative pragmatic approach was employed, with data collected through reading, recording, coding, tabulating, and categorizing. The process of data analysis followed five stages: description, selection, analysis, interpretation, and conclusion. The findings reveal that Aceh tsunami survivors used 22 types of ESAs, both direct and indirect. A number of 65 strategy patterns emerged from two primary strategies, shaping communication based on the survivors intended interlocutors. The expressions directed toward Allah, the one God, were dominant, featuring religious language and strong Islamic references. The use of hadih maja (Acehnese proverbs) was also identified, illustrating how the survivors speech acts integrate cultural and religious elements in their communication. The findings have inclusively presented the deep interconnection between faith, Acehnese cultural wisdom, and the ESAs of tsunami survivors.

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